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Full Description
This book brings together fifteen contributions from presenters at the 25th IUPAC International Conference on Chemistry Education 2018, held in Sydney. Written by a highly diverse group of chemistry educators working within different national and institutional contexts with the common goal of improving student learning, the book presents research in multiple facets of the cutting edge of chemistry education, offering insights into the application of learning theories in chemistry combined with practical experience in implementing teaching strategies. The chapters are arranged according to the themes novel pedagogies, dynamic teaching environments, new approaches in assessment and professional skills - each of which is of substantial current interest to the science education communities.
Providing an overview of contemporary practice, this book helps improve student learning outcomes. Many of the teaching strategies presented are transferable to other disciplines and are of great interest to the global community of tertiary chemistry educators as well as readers in the areas of secondary STEM education and other disciplines.
Contents
1 Introduction.- 2 Revisiting the understanding of redox reactions through critiquing animations in variance.- 3 Reframing chemistry learning: The use of student-generated contexts.- 4 Interactive immersive virtual reality to enhance students' visualisation of complex molecules.- 5 Faculty motivation for scholarly teaching and innovative classroom practice: An empirical study.- 6 Lessons learnt from teaching and learning during disruptions.- 7 Bridging the gap between philosophy of science and student mechanistic reasoning.- 8 Assessing for chemical thinking.- 9 Assessment of practical chemistry in England: An analysis of scientific methods assessed in high stakes examinations.- 10 Deciphering students' thinking on Ionisation energy: Utilising a web-based diagnostic instrument.- 11 A longitudinal view of students' perspectives on their professional and career development, through optional Business Skills for Chemists modules, during their Chemistry Degree Programme.- 12 Raw Communications and Engagement (RACE): Teaching science communication through modular design.- 13 Constructive alignment beyond content: Assessing professional skills in student group interactions and written work.- 14 Students' perceptions of group communication skills in an active learning environment.- 15 Improving the assessment of transferable skills in chemistry through evaluation of current practice.
